Writing Lesson Plan Format

JMU Student Name: Stepheny Kim

Grade Level: Kindergarten

Date/Time you plan to teach the lesson: April 20th/9am

Lesson Type: Writing

Describe how and provide a rationale for the way you have grouped students for this lesson: The student
I assessed for my Literacy Assessment showed ability to recognize and read sight words passed the Kindergarten level
and up to the First Grade level. He will be the only student I work with. I will ask him to sit with me in an area separated
from the other students so he is not distracted.

Standard(s) Addressed:
K.1 The student will demonstrate growth in the use of oral language.
e) Use complete sentences that include subject, verb, and object.
K.2 The student will expand understanding and use of word meanings.
c) Use words to describe/name people, places, and things.
e) Use words to describe/name action
1.12 The student will write to communicate ideas.
e) Begin each sentence with a capital letter and use ending punctuation in final copies
Objectives:
The student will learn the structure of a sentence: article or pronoun, adjective, noun, verb, place/thing and end
punctuation.
The student will begin each sentence with a capital letter and end with a punctuation mark.
The student will read out his sentences after he has constructed and written them.

Writing Lesson Plan Format

JMU Student Name: Stepheny Kim

Grade Level: Kindergarten

Date/Time you plan to teach the lesson: April 20th/9am

Materials needed/preparation of the learning environment:

Colored cards with parts of the sentences
The article/pronouns will be colored red, the adjectives will be colored orange, the nouns will be colored yellow, the verbs will
be colored green, the places/things will be colored blue, and the end punctuations will be colored purple.

Paper for writing down sentences

Pencil
Paper showing colored structure in order
Red, orange, yellow, green, blue, and purple.

Before Writing
Engage: Describe how
you will:
capture students
interest and
introduce the
writing lesson
activate students
background
knowledge

I will show the students the cards that have article/pronouns, adjectives, nouns,
verbs, places/things, and punctuation marks on them. I will begin by explaining
to the student that he is going to be a Sentence Constructer today.
-Today, you will have a very important job..a Sentence Constructer!
-It is your job to create silly and funny sentences using the colored cards
-However you need to make sure you use the cards in order of red, orange,
yellow, green, blue and purple or else the construction will crumble and fall!
-Remember be careful when youre building your sentences!
-After you are done constructing, we will read them together to see if the
sentences stayed together and didnt break!
This is where I will help the student if he puts the sentence in the wrong order or
creates an incomplete sentence.
Okay, you ready to begin? Put on your imaginary Construction Hat!

Time
3 mins

During Writing
2

Writing Lesson Plan Format

JMU Student Name: Stepheny Kim

Explain: Describe how

you will:
model/explain your
thinking about the
writing (list what
you will say/do)
invite students to
model/explain their
thinking about their
writing

Grade Level: Kindergarten

Date/Time you plan to teach the lesson: April 20th/9am

I will begin by having the cards on the top of the table ordered by color. I will
remind the student to make sure to be careful of the order of the words.
-Remember, dont forget your job is to make sure youre careful when building
the sentences so they dont fall! Look at the paper with the order of the
sentences if you need to
I will have the colored order of the sentences in eyes length of the other cards.
I will tell the student that we will read all the cards before beginning in case he
has any questions.
-Okay, lets read the cards together, What does this card say?
I will do this for all the cards. If the student has any questions about a word this
is the time I will define the word and provide examples so he understands what
the word on the card means.
-Okay, good job! Now you may begin your job!
-Place the cards right here (point to a part of the table) as you are constructing
the sentence!
When the child has completed a sentence I will say:
-Okay, lets read it together to make sure the sentence wont crumble!
Read sentence with student and if student is missing something or structure is
wrong, guide him by telling him what is missing and by asking, Do you think this
sounds correct? Do you think we should add another card?
After the student and I have checked to make sure the sentence structure is
complete I will have the student copy the sentence down onto his paper.
Okay, now its time to write the sentence down! Look carefully and each word
and dont forget that every sentence has a capital letter and a punctuation mark!
Dont forget any parts of the sentence!
I will observe and make sure the student has written the sentence neatly and
correctly.
Good job! Now put the cards back and now you can construct another
sentence!

Time
25 min

Writing Lesson Plan Format

JMU Student Name: Stepheny Kim

Grade Level: Kindergarten

Date/Time you plan to teach the lesson: April 20th/9am

I will have the student construct about 5 sentences depending on time. I will
follow the same steps above for each time he builds a sentence.
At the end of the lesson after the student has written down 5 correctly structured
sentences I will say: Nice job constructing! Look at all the sentences you made!
I will do my best to ensure that the student takes confidence in his work and
feels comfortable in the work he did. I will do this by talking to him and making
sure he knows that he did a good job on the assignment through
encouragements.
I will then end the lesson and have the student return to his seat or activity he
was working on.

After Writing
Evaluate: Describe
how you will:
encourage students
to assess their
understanding and
abilities
evaluate (formally)
student progress
toward achieving
the educational
objectives

I will have the student read the words on the cards out loud to make sure they
practice reading correctly and understand each word. I will also have the student look
back to the order of a structured sentence to make sure he understands and learns
how to format a sentence. When the student says he has built a sentence I will have
the student read the sentence and ask him if he thinks it is correct. This will be a time
for the student to self correct himself if he catches any errors. When the student is
writing his sentences out I will make sure he is writing with capitalization and
punctuation and also neatly on the paper and within the lines.

Time
10 min

Closure/Sharing:

Just like I did in the beginning of the lesson I will remind the student that his

Time

Writing Lesson Plan Format

JMU Student Name: Stepheny Kim

Describe how you will:

remind students of
the lesson objective
link the new
learning to future
learning

Grade Level: Kindergarten

Date/Time you plan to teach the lesson: April 20th/9am

sentences were structured well and didnt fall because he made sure he had all the
parts of the sentence in the right order. Although this is an advanced activity for the
student and he may not fully understand what an adverb, noun, adjective and article
is he will be able to know that a sentence is made up of multiple parts and not just
one word. The student will also know to be careful when writing sentences like a
constructer is when building to make sure the sentence or building doesnt crash
down. This can help the student in the future when he is journaling or writing for an
activity/lesson. I will remind the student to remember the structure of sentences next
time he is writing sentences and so his sentences stay tall and strong

5 min

What could go wrong with this lesson and what will you do about it?
This activity is meant for 1st graders but because the student knew most of his preprimer and primer words I thought it
would be appropriate to use a harder lesson for him. He may not fully understand what the different parts of the
sentence means and are. The student may also have trouble constructing the sentence correctly the first time even if he
has the colored structures given. Also, the student may find it confusing and tiring to write out sentences that are usually
longer than the ones he usually writes. I will do my best to watch and observe the student if I see he is struggling to
create the sentence correctly or pick a word that makes sense. This is why I chose to do this activity with just one student
so I could pay close attention to the student and guide them through the lesson if they had trouble. I will use the colored
structured chart to help the student construct the sentences by coloring the words that correspond to the colored
structure. This will help the student look at the colors and know that his sentence structure is correct instead of
understanding that the structure is supposed to be article/pronouns, adjectives, nouns, verbs, places/things, and punctuation
marks instead of just recognizing it is red, orange, yellow, green, blue and purple.